Resultados evaluación de la gestión municipal : Nemocón 2004

Gestión del conocimiento

Resultados evaluación de la gestión municipal : Chía 2004

Gestión del conocimiento

Resultados evaluación de la gestión municipal : Silvania 2004

Gestión del conocimiento

Resultados evaluación de la gestión municipal : Silvania 2004

Gestión del conocimiento

Resultados evaluación de la gestión municipal : Soacha 2004

Gestión del conocimiento

Resultados evaluación de la gestión municipal : Subachoque 2004

Gestión del conocimiento

Resultados evaluación de la gestión municipal : Tabio 2004

Gestión del conocimiento

Resultados evaluación de la gestión municipal : Tenjo 2004

Gestión del conocimiento

Resultados evaluación de la gestión municipal : Zipaquirá 2004

Gestión del conocimiento

Resultados evaluación de la gestión municipal : Sopó 2001 - 2003

Gestión del conocimiento

Resultados evaluación de la gestión municipal : Sopó 2001 - 2003

Gestión del conocimiento

Municipal fiscal Health

Seminario internacional financiamiento de ciudades metrópolis Cámara de Comercio de Bogotá 2014

Home schooling in view of John Calvin : a study in education and communion of saints /

This study explores the tension that has emerged around the rise of home schooling in a faith-community strongly committed to establishing and maintaining day schools in the tradition of John Calvin. It aims to identify and understand factors that contributed to this tension and to find ways to bridge, diffuse, reduce, or eliminate it. In line with Calvin, personal convictions, and the nature of the community, the study takes a Christian epistemological and axiological stance. Its premise is that the integrity of the commvmity is more important than the manner in which its children are taught. The study reviews relevant literature and several interviews. It considers both secular and Christian literature to understand communities, community breakdown, and community restoration. It also examines literature about the significance of home, school, and community relationships; the attraction of Reformed day schools; and the appeal of home schooling. Interviews were conducted with 4 home schooling couples and 2 focus groups. One focus group included local school representatives, and the other home schoolers and school representatives from an area with reputedly less tension on the issue. Interviews were designed for participants to give their perspectives on reasons for home schooling, the existing tension, and ways to resolve the issues. The study identifies the rise of home schooling in this particular context as the initial issue and the community's deficiency to properly deal with it as the chief cause for the rising tensions. However, I argue that, within the norms the community firmly believes in, home schooling need not jeopardize its integrity. I call for personal, social, and spiritual renewal to restore the covenant community in gratitude to God.

Implicit and explicit functions in the acquisition of a phonics rule in the word recognition of learning disabled and non learning disabled students /

One group of 12 non learning disabled students and two groups of 12 learning disabled students between the ges of 10 and 12 were measured on implicit and explicit knowledge cquisition. Students in each group implicitly cquired knowledge bout I of 2 vocabulary rules. The vocabulary rules governed the pronunciation of 2 types of pseudowords. After completing the implicit acquisition phase, all groups were administered a test of implicit knowledge. The non learning disabled group and I learning disabled group were then asked to verbalize the knowledge acquired during the initial phase. This was a test of explicit knowledge. All 3 groups were then given a postlest of implicit knowledge. This tcst was a measure of the effectiveness of the employment of the verbalization technique. Results indicate that implicit knowledge capabilities for both the learning disabled and non learning disabled groups were intact. However. there were significant differences between groups on explicit knowledge capabilities. This led to the conclusion that implicit functions show little individual differences, and that explicit functions are affected by ability difference. Furthermore, the employment of the verbalization technique significantly increased POStlest scores for learning disabled students. This suggested that the use of metacognitive techniques was a beneficial learning tool for learning disabled students.